We used three sensitivity analyses to investigate the effect of including exceptions in calculating achievement.
Predicted scores for each group of countries at the two distal categories on the frequency of use scale of the instructional practice make it possible to calculate the achievement gap between students exposed frequently to the practice and those who never engage in such practices.
Local progression-free survival (LPFS) was calculated from achievement of response in the treated area to local progression of disease, including the appearance of new nodules in the same area, or last follow-up.
To better capture true levels of QOF quality of care we calculated population achievement, 36 37 defined as PA=(∑ N i)/(∑(D i+ E i)), where N i, D i and E i the numerator, denominator and exceptions for QOF indicator i respectively.
As mentioned above, set goals for team members and calculate their achievements on those goals on monthly basis.
We calculated a composite achievement score as the mean of the six achievement web measures.
For this reason, we calculated a composite achievement score as a mean of the three achievement domains: English, mathematics and science.
Disease free survival (DFS) was calculated from the achievement of complete response after MACOP-B chemotherapy until relapse or last follow-up.
Compared with studies across STEM that also controlled for student prior academic performance when calculating a gender achievement gap, the achievement gap in biology we observed is slightly smaller in magnitude than in most other fields.
Using IRT estimates, a score of mathematics achievement was calculated for each student.
